Virtual Reality in Education: A Review of Learning Theories, Approaches and Methodologies for the Last Decade

Marougkas, Andreas; Troussas, Christos; Krouska, Akrivi; Sgouropoulou, Cleo

doi:10.3390/electronics12132832

Cited by 134 publications

(42 citation statements)

References 54 publications

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“…Integrating safety measures is crucial in classroom experiments in elementary education, especially in physics (Marougkas et al, 2023). By integrating safety protocols into experimental processes, educators can safeguard the welfare of students and reduce the likelihood of accidents or injuries (Savolainen, 2023).…”

Section: Artificial Intelligence Tools For Experiments Planningmentioning

confidence: 99%

Artificial Intelligence Helps Primary School Teachers to Plan and Execute Physics Classroom Experiments

Kotsis

2024

JETM

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The research claims that artificial intelligence technologies can help and direct primary school teachers in organising classroom experiments for physics instruction. Educators now have the potential to construct experimental projects that are entertaining and efficient, all while catering to their students’ many learning styles and capabilities. This is made possible by the availability of artificial intelligence technologies. The incorporation of artificial intelligence into educational settings may result in an improvement in the overall quality of teaching as well as an improvement in the scientific performance of students. The chance to improve the learning experience for both students and teachers is available to educators who do an in-depth study on artificial intelligence-driven teaching solutions. The research highlights how artificial intelligence can transform teaching approaches in elementary school, notably in the field of physics education within the context of primary school settings.

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Section: Artificial Intelligence Tools For Experiments Planningmentioning

confidence: 99%

Artificial Intelligence Helps Primary School Teachers to Plan and Execute Physics Classroom Experiments

Kotsis

2024

JETM

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“…Abstract concepts, like Vector Cross Product, Skewline Distance, Left-hand Rule, etc., become much more tangible when students are able to interact with virtual objects during their learning. This immersive and interactive approach will help students, improving their learning in terms of self-efficacy [5,[20][21][22][23][24], situational interest [25,26], and so on. A small-scale survey involving eight participants was conducted based on the Technology-Rich Outcome-Focused Learning Environment Inventory (TROFLEI) [27].…”

Section: Science Technology Engineering and Mathematics Educationmentioning

confidence: 99%

Designing an Educational Metaverse: A Case Study of NTUniverse

Sim,

Xu,

Jin

et al. 2024

Applied Sciences

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An up-and-coming concept that seeks to transform how students learn about and study complex systems, as well as how industrial workers are trained, metaverse technology is characterized in this context by its use in virtual simulation and analysis. In this work, a virtual environment is created that duplicates real-world situations and enables immersive and interactive learning in the educational metaverse. For this purpose, we built a digital twin of the Nanyang Technological University (NTU) campus as a foundation, called NTUniverse. It is designed as an educational metaverse in which various academic and analytical applications are digitized as 3D content embedded within this virtual campus. The approach to digitally twinning educational systems and embedding them within virtual campuses enables remote and collaborative learning as well as professional technical skills training. It also makes feasible the analysis of abstract concepts, complicated structures, dynamic processes, and sensitive industrial procedures virtually, which is otherwise challenging if not impossible to perform in the real world. The work offers important insights into the behaviors and interactions of systems in the metaverse by evaluating design choices and user interests. NTUniverse is an attempt to explore a novel approach that addresses remote education and training challenges. Three efforts with NTUniverse will be discussed in this work, including (1) digitalization of the NTU campus; (2) campus train modelling and simulation; and (3) science, technology, engineering and mathematics education.

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“…Feedback and reflection are also integral to the collaborative process [137]. Participants receive feedback not only from the system or facilitators but also from their peers.…”

Section: Typical Interactionsmentioning

confidence: 99%

Virtual Worlds for Learning in Metaverse: A Narrative Review

Damaševičius,

Sidekerskienė

2024

Sustainability

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As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills.

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Virtual Reality in Education: A Review of Learning Theories, Approaches and Methodologies for the Last Decade

Cited by 134 publications

References 54 publications

Artificial Intelligence Helps Primary School Teachers to Plan and Execute Physics Classroom Experiments

Artificial Intelligence Helps Primary School Teachers to Plan and Execute Physics Classroom Experiments

Designing an Educational Metaverse: A Case Study of NTUniverse

Virtual Worlds for Learning in Metaverse: A Narrative Review

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